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Titolo:
Using real patients in problem-based learning: students' comments on the value of using real, as opposed to paper cases, in a problem-based learning module in general practice
Autore:
Dammers, J; Spencer, J; Thomas, M;
Indirizzi:
Med Sch Newcastle Upon Tyne, Dept Primary Hlth Care, Sch Hlth Sci, Newcastle Upon Tyne NE2 4HH, Tyne & Wear, England Med Sch Newcastle Upon Tyne Newcastle Upon Tyne Tyne & Wear England NE2 4HH
Titolo Testata:
MEDICAL EDUCATION
fascicolo: 1, volume: 35, anno: 2001,
pagine: 27 - 34
SICI:
0308-0110(200101)35:1<27:URPIPL>2.0.ZU;2-O
Fonte:
ISI
Lingua:
ENG
Soggetto:
MEDICAL-EDUCATION;
Keywords:
curriculum; education, medical, under graduate, methods; educational measurement; England; patients; problem-based learning;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Clinical Medicine
Citazioni:
13
Recensione:
Indirizzi per estratti:
Indirizzo: Dammers, J Med Sch Newcastle Upon Tyne, Dept Primary Hlth Care, Sch Hlth Sci, Framlington Pl, Newcastle Upon Tyne NE2 4HH, Tyne & Wear, England Med Sch Newcastle Upon Tyne Framlington Pl Newcastle Upon Tyne Tyne & Wear England NE2 4HH
Citazione:
J. Dammers et al., "Using real patients in problem-based learning: students' comments on the value of using real, as opposed to paper cases, in a problem-based learning module in general practice", MED EDUC, 35(1), 2001, pp. 27-34

Abstract

Objectives To explore the feasibility and value of using real patients as trigger material in problem-based learning (PBL). Design A questionnaire was given to all students participating in a PBL module including a question about 'the added value of using real, as opposed to paper cases', in problem-based learning. Resources used by students and assessment of feasibility were recorded by the course tutors. Setting A 7-week student-selected problem-based module in general practicein the fourth-year undergraduate medical curriculum, University of Newcastle upon Tyne. Subjects 69 students participating in the module over 2 years. Results All students valued the use of real patients. A total of 10 categories were identified, all congruent with accepted educational principles for effective adult learning. Real patients stimulated the use of a very widerange of resources and imaginative presentation of what had been learned. Conclusion Real patients are potent trigger stimuli in problem-based learning. The use of real patients in this general practice-based module presented no organizational or ethical difficulties. Their use should be considered more widely.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 02/07/20 alle ore 22:12:03